|Title: The Odyssey: Write Your Own Hero's Journey||Author: Marcy Siolka|
|Subject(s): English Language Arts|
|Grade Level(s): 9||Total Time:|
Overview / Description: After reading The Odyssey, students will write their own hero's journey narrative using Joseph Campbell's twelve steps of the hero's journey. Although students may choose to write a story set in Greek mythology, they can choose any setting for their story. Before writing, the students will discuss the hero journey in the Odyssey and popular books and movies. Then they will write their own hero's journey story with an original character and plot. Students will be assessed on development of their introduction, plot, and conclusion as well as character development, setting, and theme (lesson learned.) They will also be assessed on their organization (structure and transitions), style, voice, and mechanics. This unit was created for a classroom of tier two and tier three students who often struggle with organizing their thoughts for writing.
After completing this activity, students should be able to . . .
- understand the steps of the hero's journey and recognize them in literature and film.
- perform brainstorming activities to plan their narrative essays.
- develop characters, setting, and plot.
- write a strong introduction and conclusion.
- write well-developed paragraphs with vivid details.
- revise for mechanics, word choice, and sentence fluency.
Workplace Readiness Skill:
|X||Attitude and Initiative||X||Planning and Organization|
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
c. Spell correctly
Videos on writing an imaginative narrative:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
|Learning Activity Task||WHO is responsible |
for this step?
|Approximate time |
|Reading "The Hero's Journey" and watching the video on Joseph Campbell's hero journey research||T, WG||25 minutes|
|Begin brainstorming ideas||I||20 minutes|
|Watch planning video and do planning for story||WG, I||45 minutes|
|Review punctuating dialogue||T, WG||15 minutes|
|Planning introduction, body, and conclusion||I||120 minutes|
|Writing the narrative story||I||90 minutes|
|Complete writing and revise story||I||45 minutes|
|Peer edit narrative story||SM||45 minutes|
|Make revisions and publish final draft||I||45 minutes|
Rubrics are included in the student handout.
Wrap-Up: Although this is a large paper for some of the lower level students to write, if they follow the planning steps, they should be able to write an organized plot with well-developed characters.
Extension Activity (for intervention or enrichment): The students may choose to put illustrations with their final drafts and display them.
Videos on writing an imaginative narrative: